Advertisement

Exploring the Fully Online Learning Community Model: Comparing Digital Technology Competence and Observed Performance on PBL Tasks

  • Roland van OostveenEmail author
  • Wendy Barber
  • Elizabeth Childs
  • Maurice DiGiuseppe
  • Kristen Colquhoun
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11841)

Abstract

The Fully Online Learning Community (FOLC) model is intended to operate within a co-created Digital Space to (a) reduce transactional distance, and (b) incorporate newcomers into an established learning community. An operationalized version of the General Technology Competency and Use (GTCU) framework was used with a convenience sample of Ontario Tech University students to determine readiness to work in the Digital Space. Initial findings confirm the results of an earlier study, which found positive correlations between self-reported scores and overall performance quality at the high and low ends of the continuum. We suspect that while the GTCU aids in the identification of a threshold-based approach to identifying readiness to work in the Digital Space, the instrument is insufficiently granular to identify a precise readiness point. This led the team to continue to develop a more sophisticated version of the GTCU, the current Digital Competency Profiler (DCP), and its companion, the Fully Online Learning Community Survey (FOLCS).

Keywords

Readiness for online learning Digital skills and competencies Problem-based learning 

References

  1. 1.
    Seaman, J.E., Allen, I.E., Seaman, J.: Grade increase: tracking distance education in the United States. The Babson Survey Research Group, Wellesley (2018)Google Scholar
  2. 2.
    Bates, T.: New enrolment data for online learning in Canadian universities and colleges (2018). https://www.tonybates.ca/2018/11/09/new-enrolment-data-for-online-learning-in-canadian-universities-and-colleges/
  3. 3.
    Lehman, R.M., Conceição, S.C.O.: Concerns and opportunities for online student retention. In: Lehman, R.M., Conceição, S.C.O. (eds.) Motivating and Retaining Online Students: Research-Based Strategies That Work. Wiley, San Francisco (2014)Google Scholar
  4. 4.
    Bates, T.: What are the key online learning markets over the next few years (2019). https://www.tonybates.ca/2019/05/19/what-are-the-key-online-learning-markets-over-the-next-few-years/
  5. 5.
    Bates, T.: Rethinking the purpose of online learning for developing skills for a digital society (2019). https://www.tonybates.ca/2019/04/30/rethinking-the-purpose-of-online-learning-4-developing-skills-for-a-digital-society/
  6. 6.
    Childs, E., Van Oostveen, R., Flynn, K., Clarkson, J.: Community building in online PBL courses: instigating criticality. In: Higher Education in Transformation Conference, Dublin, Ireland, pp. 499–508 (2015). https://arrow.dit.ie/st6/3/
  7. 7.
    Blayone, T., van Oostveen, R., Barber, W., DiGiuseppe, M., Childs, E.: Democratizing digital learning: theorizing the fully online learning community model. Int. J. Educ. Technol. High. Educ. 14(1), 13 (2017).  https://doi.org/10.1186/s41239-017-0051-4CrossRefGoogle Scholar
  8. 8.
    Moore, M.G.: Theory of transactional distance. In: Keegan, D. (ed.) Theoretical Principles of Distance Education. Routledge, New York (1993)Google Scholar
  9. 9.
    Savin-Baden, M.: A Practical Guide to Problem-Based Learning Online. Routledge, New York (2007)CrossRefGoogle Scholar
  10. 10.
    Desjardins, F.: Les représentations des enseignants quant à leurs profils de compétences relatives à l’ordinateur: vers une théorie des TIC en éducation. Can. J. Learn. Technol./La revue canadienne de l’apprentissage et de la technologie, 31(1) (2005)Google Scholar
  11. 11.
    Watts, M.: The Science of Problem- Solving: A Practical Guide for Science Teachers. Heinemann Education Books, Portsmouth (1991)Google Scholar
  12. 12.
    Blayone, T.: Readiness for digital learning: examining self-reported and observed mobile competencies as steps toward more effective learner readiness assessment. Unpublished thesis (2017)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Ontario Tech UOshawaCanada
  2. 2.Royal Roads UniversityVictoriaCanada

Personalised recommendations